High School Justice Warriors or Useful Idiots?

According to a Ft. Myers News-Press article on March 12th, “more than 2,500 schools nationwide have signed up for a March 13th planned walkout to honor the victims of the Marjory Stoneman Douglas High School shooting.” Adding, “the walkout also is meant to protest gun violence and support stricter gun laws.”

But who is behind this nationwide effort to “community organize” America’s youth to walk out of their classrooms to “support stricter gun laws”?

Continue reading “High School Justice Warriors or Useful Idiots?”

No Country For White Men

Victory over Japan Day is the day on which the Empire of Japan surrendered in World War II, in effect ending the war. The term has been applied to both of the days on which the initial announcement of Japan’s surrender was made – to the afternoon of August 15, 1945, in Japan, and, because of time zone differences, to August 14, 1945, when it was announced in the United States.

Given we are on the eve of honoring the 416,800 United States Military members who gave their lives in World War II after solemnly swearing that they will support and defend the Constitution of the United States against all enemies, foreign and domestic; Bolduc and Bracci would like to point out the recent AP US History Textbook selected by Superintendent Kamela Patton’s stacked Committee of Cultural Marxist Democrats, creates an atmosphere of racial tension by thoroughly diminishing the role of white American male soldiers in winning World War II, while simultaneously singling out minority groups for special distinction and accomplishment.

Starting on page 692, or the first page of Chapter 23 in the linked Textbook, the author provides individual photos or paintings, along with detailed stories of a black soldier, women soldiers, Hispanic soldiers, Navajo soldiers, women riveters and interned Japanese, but not one photo and accompanying story of a white male soldier.

The author’s abhorrence for white men also becomes obvious when he describes three typical soldiers on page 699.  First, he outlines two white soldiers; one who,

“flew combat missions over Europe until he was shot down in June 1944″

and the second, who served on planes which,

“flew supplies from India to beleaguered Chinese forces”.

The third soldier was black, and was,

“assigned to the Tuskegee Airmen, an African-American unit that achieved considerable distinction in World War II. He flew 149 combat missions during the US invasion of Italy and received the Distinguished Flying Cross”.

In other words, one of the two white soldiers was shot down, while the other flew food from India to support the Chinese Army, but the black soldier was awarded the Distinguished Flying Cross. Very fair and balanced news.

The author’s race-based warped view of History is culminated in the chapter summary, where he asks the students:

“In your opinion, why were Japanese Americans and Japanese immigrants interned, while German and Italian-Americans were not?”

“Suppose you were preparing to write an essay on discrimination in war industries and the military in World War II.”

“In your opinion, was Truman’s decision to use atomic bomb against Japan justified? Why or why not?”

Bolduc & Bracci are all for teaching our children about the bravery and accomplishments of all soldiers who served in World War II, but this AP US History textbook goes beyond the pale in an effort to create race and gender tension by purposely ignoring or minimizing the heroic deeds of white male soldiers. Sadly, this textbook will be in the Collier County Schools for the next ten years, unless voters finally learn the truth about Superintendent Patton’s Anti-American agenda, and vote in a School Board majority who wants to make Collier Schools Great Again!